Welcome to this page.All of Room 7's Inquiry Learning activities for this year will be found here so you can keep up-to-date withwhat we are doing in class. Hopefully we can post pictures of what we are doing too.
*Scroll down to see our class inquiry planning for this term.*Click on 'Our Sleep Over Camp'to go to this page.Our topics for this term are based on 'Our Natural World'. Our basic ideas and focus questions are:- What we can find in the bush/forests?- How can we CARE for the bush/forests and the animals and insects we can find there?- How can we interact with the bush/forests (eg tramping, camping)
We will also be learning about:- Camping - setting up our tents- Caring for our property (eg our clothes, our equipment)- Digitizing our World - recording our camp experiences by using cameras/camera recorders
Our Inquiry Brainstorm Guide:
Our Inquiry Health Unit - E.O.T.C
Our Topics for Term 3Our topics for this term are based on 'Energy Options' or 'Green Gauge' with Mrs Maplecoming in each week for 7 weeks to teach Room 7 children about energy, thedifferent kinds of energy and how we use energy.
Click on the link or the light bulb below to go to our Energy Options page that shares most of the activities and learning weachieved with Mrs Maple this term. Energy with Mrs Maple
Our Topics for Term 2 As we finish each topic, we will upload pictures to show our progress.
Click on the curriculum headings to also go and view that area's page.Our Local World
Some of the activities we have been learning about are: *Continuing to work on- To practice our School's Values:'I CARE, WE CARE'- Class expectations and routines- Switch Ons and Switch Offs to learning- Healthy foods and Brain Breaks ...and... *What makes Edgecumbe a special place to live in? Key Guiding Subsidiary Questions are:
How do I ‘fit’ in (my place) my classroom/school community/town community?
What do I know about Edgecumbe, the town and community?
(The places that are well-known - the Schools, Riverslea, skatepark
- areas that are special to me around Edgecumbe, surrounding areas like beaches, forests, camping...)
- PAST and PRESENT (how has Edgecumbe changed in the past 50 years?)
Room 7 children had to discuss in groups what they thought Edgecumbe might have looked like 100 years ago...here are those pictures!
100 years ago! on PhotoPeach
Who are our local heroes and icons? (ie people that help in the community - rugby organizers,coaches, volunteer fire-fighters, Grandparents)
What natural disasters have impacted on Edgecumbe town/community?
What Myths and Legends are from around the Edgecumbe area?
Key Understandings: The students will:
Know and understand who they are, how they fit in to their class/school/town community
Know about their class/school/town community - Past and Present - A Living Heritage
Know information/history about places/locations around their school/their town community (ie Riverslea Mall, skate park)
Learn about and recognise how local people make a contribution to their school/community—our local heroes and icons
Know about natural disasters that have had an impact on their local community/area in the Past (and Present)
Know about preparing for future natural disasters (ie earthquakes, flooding - What’s the Plan Stan?)
Continuing to develop ‘I CARE, WE CARE’ in our classroom/in our school/in our community
Understand their area/community is special - Myths and legends from in/around the area (eg Putauaki the mountain
- Whakaari the beautiful volcano), the history of Edgecumbe and its people (eg groups of people - the local choir)
Making a Difference: Using New Learning
Contribute in some way that is positive to the running of the class and the school
How can I make a difference to my class/school/family/community?
Being prepared for a ‘natural disaster’ that will occur one day
(ie what to do in an earthquake? How can I help my family?)
Excursions and Visitors
Community Involvement
School Involvment
Resources
*Guest speakers to the class *Visit to the Musuem (in Whakatane) and local Public Library (in Edgecumbe)
*Whanau *Guest speakers that could be family (eg Grandparents)
*Mr Haimona - ICT *Other Staff and their roles within the school - Mr Burke (has another job in the community) *Older staff that could describe what Edgecumbe (the School, the town) was like...10 years ago, 20 years ago...
*What's the Plan Stan? (what to do in an emergency...) *Photographs of Past Edgecumbe (and surrounding areas) *Internet websites (eg Natural disasters, Living Heritage site) *Video, YouTube, TVNZ archives footage *Myths and Legends - books, website, DVD, CD *Camera/Video camera to digitally record and present stories
Our Learning WorldKey Area Focuses:
*Our Collaborative Classroom
*Our School Values... 'I CARE, We CARE!
*Exploring class 'Expectations, Rightsand Responsibilities'*Setting up our classroom*Our emotions*Personal learning spaces*Our SMARTs*Switch Ons and Switch Offs to learning
*'I CARE, We CARE'...how? Why? *Being a friend...how?*Brain-food and Brain-breaks
*Tools for School
*Learning Smarter
*Being prepared for learning (Switch Ons and Offs)*Contributing to E.P.S...how? Why?*Personal goals*Parts of my learning day*Daily reflecting and review*Understanding, following and meeting 'criteria'*My breakfast and lunch and water*Brain-food and brain-breaks
*Our SMARTs*My Brainbox*Switch Ons and Switch Offs to learning*Classroom discoveries(find something...and find someone... treasure hunts)*Friendship/Team recipe*Our Class/School/Whanau Communities
Key Guiding Subsidiary Questions:
What are our class expectations? How do these fit in the BIG picture
(allow me to work/think/behave wisely in my classroom/alongside my class peers)?
How do I ‘fit’ in (my place) my classroom/school community?
Ko wai ahau? - Ko wai koe?
What is a SMART? What SMART Am I?
How can I be prepared for my learning day?
What are my learning goals? How can I monitor my achievements?
What are Switch ONs & Switch OFFs?
How can I be a great friend/leader?
How might knowing about my brain help MY learning?
How might different foods effect MY learning?
Key Understandings: The students will:
Know and understand who they are, what they are capable of and what they will work towards
Know about their peers in their class, the class teacher and their syndicate
Know how to be prepared for their LEARNING day and what helps towards being prepared for Learning
Be familiar with their learning environment
Know, understand and actively practice our class expectations and know their place within the BIG picture
Be familiar with their classroom and school communities (who are the people in their class? In their school?)
Know, understand the roles of staff members throughout the school and interact with staff members throughout the school.
Here are some photos of what we have done so far.
Our Learning World on PhotoPeach
Snack Boxes on PhotoPeach
We made Snack Boxes for our healthy 'Switch On' food snacks(we cut out photos from magazines to show which food we would have had!).
Welcome to this page.All of Room 7's Inquiry Learning activities for this year will be found here so you can keep up-to-date withwhat we are doing in class. Hopefully we can post pictures of what we are doing too.
*Scroll down to see our class inquiry planning for this term.*Click on 'Our Sleep Over Camp' to go to this page. Our topics for this term are based on 'Our Natural World'. Our basic ideas and focus questions are:- What we can find in the bush/forests?- How can we CARE for the bush/forests and the animals and insects we can find there?- How can we interact with the bush/forests (eg tramping, camping)
We will also be learning about:- Camping - setting up our tents- Caring for our property (eg our clothes, our equipment)- Digitizing our World - recording our camp experiences by using cameras/camera recorders
Our Inquiry Brainstorm Guide:
Our Topics for Term 3Our topics for this term are based on 'Energy Options' or 'Green Gauge' with Mrs Maplecoming in each week for 7 weeks to teach Room 7 children about energy, thedifferent kinds of energy and how we use energy.
Click on the link or the light bulb below to go to our Energy Options page that shares most of the activities and learning weachieved with Mrs Maple this term.
Energy with Mrs Maple
Our Topics for Term 2
As we finish each topic, we will upload pictures to show our progress.
Click on the curriculum headings to also go and view that area's page.Our Local World
*Continuing to work on- To practice our School's Values:'I CARE, WE CARE'- Class expectations and routines- Switch Ons and Switch Offs to learning- Healthy foods and Brain Breaks ...and...
*What makes Edgecumbe a special place to live in?
Key Guiding Subsidiary Questions are:
Room 7 children had to discuss in groups what they thought Edgecumbe might have looked like 100 years ago...here are those pictures!
Who are our local heroes and icons? (ie people that help in the community - rugby organizers,coaches, volunteer fire-fighters, Grandparents)
- What natural disasters have impacted on Edgecumbe town/community?
- What Myths and Legends are from around the Edgecumbe area?
Key Understandings: The students will:Making a Difference: Using New Learning
Contribute in some way that is positive to the running of the class and the school
Visitors
Involvement
*Visit to the Musuem (in
Whakatane) and
local Public Library (in
Edgecumbe)
*Guest speakers that
could be family
(eg Grandparents)
*Other Staff and their roles within
the school - Mr Burke (has another
job in the community)
*Older staff that could describe
what Edgecumbe (the School, the town)
was like...10 years ago, 20 years ago...
an emergency...)
*Photographs of Past Edgecumbe
(and surrounding areas)
*Internet websites (eg Natural
disasters, Living Heritage site)
*Video, YouTube, TVNZ archives footage
*Myths and Legends - books, website, DVD, CD
*Camera/Video camera to digitally record
and present stories
Classroom
'I CARE, We CARE!
Key Guiding Subsidiary Questions:
Key Understandings: The students will:
Here are some photos of what we have done so far.
We made Snack Boxes for our healthy 'Switch On' food snacks(we cut out photos from magazines to show which food we would have had!).